Lesson 14: Does giving credit let the crew use the song? Printable pages
Print the student pages or the educator pages for this lesson. Start with your grade band. The educator pages show every student page with sample answers and notes beside it.
Grades 6–8
Task: Make a rights log for the crew’s short film and suggest a way to use music they’re allowed to use.
Students make: Rights log plus 3–4 sentences.
One class period: 45 minutes. Full chapter: 87 minutes.
Educator pages
Open on screen Print this lesson Download PDF, 453 KBStudent pages
Open on screen Print this lesson Download fillable PDF, 441 KBGrades 9–10
Task: Write a four-factor analysis of the crew’s planned use and recommend a path.
Students make: Analysis, 300–400 words.
One class period: 50 minutes. Full chapter: 105 minutes.
Educator pages
Open on screen Print this lesson Download PDF, 492 KBStudent pages
Open on screen Print this lesson Download fillable PDF, 371 KBGrades 11–12
Task: Write a brief on how the Supreme Court’s 2023 Warhol v. Goldsmith decision shapes the “purpose” factor, applied to the crew’s film.
Students make: Brief, 450–550 words.
One class period: 60 minutes. Full chapter: 102 minutes.
Educator pages
Open on screen Print this lesson Download PDF, 463 KBStudent pages
Open on screen Print this lesson Download fillable PDF, 472 KBCollege and community
Task: Write a rights-clearance guide for a community film night or a student film club, using Caio’s rough cut as the worked example. The guide shows how to fill in a rights log, what a credit does and does not do, and where to get help.
Students make: Guide, 400–500 words, with a completed rights log for the rough cut.
One class period: 75 minutes. Full chapter: 110 minutes.
Student pages
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Family page
One page to send home: a short summary of the lesson and three questions to talk about. Nobody needs to share personal stories to use it.
Family page Lesson 14: Does giving credit let the crew use the song?
In this case, a group of friends wants to post a short film that uses 20 seconds of a released song. Your student compared giving credit with getting permission, then planned what the crew should do before posting.
Questions to talk about
- What is the difference between giving credit and getting permission?
- Why might a short part of a song still need permission?
- Where could a student find music they have permission to use?
Read the lesson together: noperowhy.pages.dev/cases/remix-rights